5 FACTORS AFFECTING LLS
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This document discusses factors that influence second language learning strategy use. It reports that motivated learners tend to learn a second language faster than unmotivated learners. Female learners were found to use cognitive, metacognitive, and social language learning strategies more than male learners. Younger learners rely heavily on cognitive and social strategies, while primary school children use metacognitive and social strategies most. An individual's background and learning style affect the strategies they employ. Emotional states and personality traits also impact second language learning.
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FACTOR AFFECTING LLS
This document summarizes research on language learning strategies used by different groups. It finds that:
1) Learners' purposes for learning a language affect their strategy choices. Females tend to use more social strategies while males emphasize strategies like speaking the language.
2) Younger learners first develop receptive strategies like repetition, then interaction strategies, and finally monitoring strategies.
3) Primary students rely more on metacognitive strategies while secondary students employ more cognitive strategies.
4) Different cultural backgrounds correlate with varying strategy use, such as Asians using fewer social strategies than Hispanics.
Factors affecting second language strategy use
This document discusses five key factors that affect second language strategy use: level of proficiency, motivation, gender, age, and learning style. It finds that intermediate learners use more metacognitive strategies than beginners, while low-proficiency students employ more communication strategies. Motivated learners adopt and use strategies more frequently. Females generally use strategies more than males. Metacognitive and social strategies are most common for primary school children, while older learners favor metacognitive self-management strategies. Extroverts prefer social strategies, while introverts favor metacognitive strategies. Learners who prefer group study use social and interactive strategies.
Factors affecting LLS usage
There are several key factors that affect language learning strategy usage:
1) Motivation is the most influential factor, with highly motivated learners using strategies more frequently. Japanese learners tend to be more motivated and use strategies more than Spanish learners.
2) Gender also impacts strategy use, as females generally employ strategies more and with greater frequency than males. Females particularly favor memory, metacognitive, affective and social strategies.
3) Socioeconomic status influences learning, as children from lower SES backgrounds tend to lack exposure to optimal language use compared to middle SES children. Parental involvement also correlates with SES.
Presentation
This document discusses several factors that can influence second language learning: motivation, age, gender, ethnicity/cultural background, and intelligence. For motivation, it describes how teachers can intrinsically and extrinsically motivate students. It notes that age affects how quickly adults versus children learn initially, but that starting younger allows for higher proficiency levels. Gender differences in learning strategy use are inconclusive between studies. Cultural background and first language can impact the learning process through issues like linguistic interference. Intelligence is difficult to separate from environment, but seems important for language rule learning.
factors that affecting LLS usage- NATALIAH JOSEPH (A143852) UKM TESL.
Five factors that affect language learning strategy (LLS) usage are identified:
1. Age - Younger learners tend to use metacognitive strategies less than older learners over 30.
2. Gender - Females generally use more LLS than males, especially social interaction and meaning-making strategies.
3. Proficiency level - High proficiency learners acquire more LLS, but the relationship is not necessarily causal. Beginners sometimes report using more strategies than intermediates.
4. Career choice - Learners in social science/humanities use more LLS than those in engineering/physical sciences.
5. Year of learning - Different school years can impact strategy use in various categories
Factors affecting lls usage
There are several key factors that affect an individual's use of language learning strategies:
1. Language proficiency - More proficient learners use cognitive and metacognitive strategies more, while less proficient learners rely more on communication strategies.
2. Motivation - Highly motivated learners adopt more learning strategies than less motivated learners.
3. Learning styles - Introverts tend to prefer metacognitive strategies while extroverts prefer social strategies. Learning strategy use is also influenced by an individual's learning style preferences.
Factor affect language learning strategy (lls) Najihah Bt Mohd Ismail Eh
The document discusses five main factors that can affect language learning strategies: gender, age, level of proficiency, motivation, and experience studying a language. Regarding gender, several studies found that female students tend to use compensation and affective strategies more than males. Younger learners rely more on cognitive and social strategies, while older adults use metacognitive self-management strategies more. Beginner language learners employ fewer strategies than intermediate learners. Motivation is a primary driver of language learning, influencing how long and hard students pursue the language. Experience studying abroad positively impacts thinking and language learning abilities.
Language learning strategies
This document discusses 5 factors that affect language learning strategy use: motivation and exposure, socioeconomic status, experiences studying the language, age, and parents' academic background. It provides examples from various studies showing how each factor influences students' use and development of language learning strategies. For instance, motivation from personal or professional goals can improve language proficiency, while socioeconomic status impacts access to educational resources. Experience studying the language also shapes the types of strategies used over time.
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FACTOR AFFECTING LLS
This document summarizes research on language learning strategies used by different groups. It finds that:
1) Learners' purposes for learning a language affect their strategy choices. Females tend to use more social strategies while males emphasize strategies like speaking the language.
2) Younger learners first develop receptive strategies like repetition, then interaction strategies, and finally monitoring strategies.
3) Primary students rely more on metacognitive strategies while secondary students employ more cognitive strategies.
4) Different cultural backgrounds correlate with varying strategy use, such as Asians using fewer social strategies than Hispanics.
Factors affecting second language strategy use
This document discusses five key factors that affect second language strategy use: level of proficiency, motivation, gender, age, and learning style. It finds that intermediate learners use more metacognitive strategies than beginners, while low-proficiency students employ more communication strategies. Motivated learners adopt and use strategies more frequently. Females generally use strategies more than males. Metacognitive and social strategies are most common for primary school children, while older learners favor metacognitive self-management strategies. Extroverts prefer social strategies, while introverts favor metacognitive strategies. Learners who prefer group study use social and interactive strategies.
Factors affecting LLS usage
There are several key factors that affect language learning strategy usage:
1) Motivation is the most influential factor, with highly motivated learners using strategies more frequently. Japanese learners tend to be more motivated and use strategies more than Spanish learners.
2) Gender also impacts strategy use, as females generally employ strategies more and with greater frequency than males. Females particularly favor memory, metacognitive, affective and social strategies.
3) Socioeconomic status influences learning, as children from lower SES backgrounds tend to lack exposure to optimal language use compared to middle SES children. Parental involvement also correlates with SES.
Presentation
This document discusses several factors that can influence second language learning: motivation, age, gender, ethnicity/cultural background, and intelligence. For motivation, it describes how teachers can intrinsically and extrinsically motivate students. It notes that age affects how quickly adults versus children learn initially, but that starting younger allows for higher proficiency levels. Gender differences in learning strategy use are inconclusive between studies. Cultural background and first language can impact the learning process through issues like linguistic interference. Intelligence is difficult to separate from environment, but seems important for language rule learning.
factors that affecting LLS usage- NATALIAH JOSEPH (A143852) UKM TESL.
Five factors that affect language learning strategy (LLS) usage are identified:
1. Age - Younger learners tend to use metacognitive strategies less than older learners over 30.
2. Gender - Females generally use more LLS than males, especially social interaction and meaning-making strategies.
3. Proficiency level - High proficiency learners acquire more LLS, but the relationship is not necessarily causal. Beginners sometimes report using more strategies than intermediates.
4. Career choice - Learners in social science/humanities use more LLS than those in engineering/physical sciences.
5. Year of learning - Different school years can impact strategy use in various categories
Factors affecting lls usage
There are several key factors that affect an individual's use of language learning strategies:
1. Language proficiency - More proficient learners use cognitive and metacognitive strategies more, while less proficient learners rely more on communication strategies.
2. Motivation - Highly motivated learners adopt more learning strategies than less motivated learners.
3. Learning styles - Introverts tend to prefer metacognitive strategies while extroverts prefer social strategies. Learning strategy use is also influenced by an individual's learning style preferences.
Factor affect language learning strategy (lls) Najihah Bt Mohd Ismail Eh
The document discusses five main factors that can affect language learning strategies: gender, age, level of proficiency, motivation, and experience studying a language. Regarding gender, several studies found that female students tend to use compensation and affective strategies more than males. Younger learners rely more on cognitive and social strategies, while older adults use metacognitive self-management strategies more. Beginner language learners employ fewer strategies than intermediate learners. Motivation is a primary driver of language learning, influencing how long and hard students pursue the language. Experience studying abroad positively impacts thinking and language learning abilities.
Language learning strategies
This document discusses 5 factors that affect language learning strategy use: motivation and exposure, socioeconomic status, experiences studying the language, age, and parents' academic background. It provides examples from various studies showing how each factor influences students' use and development of language learning strategies. For instance, motivation from personal or professional goals can improve language proficiency, while socioeconomic status impacts access to educational resources. Experience studying the language also shapes the types of strategies used over time.
Age
The document discusses research on the effects of age on second language acquisition. Studies have found that learners who begin acquiring a second language at a younger age tend to achieve higher levels of proficiency, especially in terms of pronunciation and grammar. Younger learners in naturalistic learning environments often reach near-native levels of ability, whereas older learners show less overall control of the target language. While the process of acquisition appears similar for children and adults, age may have a more significant effect on pronunciation development than grammar.
Age Differences in Second Language Acquisition
1. The document discusses age differences in second language acquisition, comparing the Critical Period Hypothesis and Sensitive Period Hypothesis.
2. An article on the age effect on acquiring second language prosody is reviewed, finding adults had weaker performance in speech rate, filtered speech rating, and prosodic groupings compared to children and native speakers.
3. Applications for teaching children focus on using pronunciation, vocabulary, stories, songs and games, while applications for teaching adults emphasize generating interest, giving sensible tasks, assisting short-term goals, and providing a supportive language environment.
Factor effecting language learning stratergy usage,(GGGE6533)
This document summarizes research on factors that influence language learning strategies. It finds that students prefer reading in their native language and understandable materials. Learning style, gender, language proficiency level, and motivation all impact the types of strategies used. Higher proficiency is linked to more cognitive and metacognitive strategies. Females generally use strategies more than males. Extroverts prefer social strategies while introverts use metacognitive strategies more. Higher motivation is associated with adopting strategies more frequently.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
Factors affecting language learner strategies 2013
This document discusses several factors that can influence how students learn a foreign language: age, gender, social background, family background, and motivation. Younger students tend to use metacognitive and memory strategies more, while females may use social interaction strategies more than males. Students from highly educated families use more language learning strategies than those from less educated families. Motivation, whether internal or external, also influences success, with more motivated students tending to do better.
Factors affecting lls used by l2 learners
There are many factors that can affect the strategies used by second language learners, including motivation, gender, socioeconomic status, age, and career choices. Motivation can be intrinsic or extrinsic, and gender studies show females tend to use language learning strategies more than males. Socioeconomic status is influenced by parents' education and family income, which impacts strategy use. Younger learners have an advantage in pronunciation while adults' learning is stronger in syntax and morphology. Career choices also influence the strategies employed as different professions require varying language skills.
Age and language acquisition
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
How children learn a second language
There are two main ways children learn a second language: simultaneously or sequentially. Simultaneous learners are exposed to two languages from an early age, typically before age 3. They build separate but equally strong language systems and do not show a preference for one language over the other until around 6 months. Sequential learners learn one language first before being introduced to a second language at a later age. The process of sequential language learning involves four stages: using the home language only at first, a silent period, telegraphic/formulaic speech, and finally productive language use. Research shows children under age 6 or 7 who learn a second language can achieve native-like fluency.
Aquision
The document discusses key differences between acquiring a first language (L1) and acquiring a second language (L2). It notes that L1 acquisition is a natural and unconscious process that occurs as children learn to communicate, while L2 learning involves more conscious learning through formal instruction. Age is also a major factor, as children's brains are most plastic and able to acquire language naturally before puberty, whereas adults associate the L2 with their L1. Motivation and anxiety can also influence L2 acquisition.
5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: gender, motivation, age, personality, and learning style. It provides details on each factor: gender differences in strategy use between males and females; the relationship between motivation level and strategy use; age differences in learning rates and proficiency levels; the influence of personality traits like extroversion; and how visual, auditory, and kinesthetic learning styles impact strategy preferences. Studies are cited showing the effect of each factor on language learners and their use of various strategies.
The role of age in sla studies
There are three key points regarding the role of age in second language acquisition from the document:
1. While all agree age is crucial, children can acquire a first language within 4-6 years due to a biological window, but second language acquisition ages vary widely.
2. The critical period hypothesis proposes there is an optimal period for language acquisition before brain plasticity declines around age 9, making language more difficult to acquire. However, evidence for this is mixed.
3. Younger learners eventually surpass older ones in attainment, but adults and older children learn faster initially. The existence of a ceiling on second language competence is debated.
Week 8 L2 acquisition copy
This document discusses second language acquisition. It defines language learning vs acquisition, and what second language acquisition is. Second language acquisition is the study of how people learn a second language with limited exposure, why most don't achieve native-like proficiency, and why some do. Learners acquire a second language through their first language knowledge, learning strategies, and language universals to develop an interlanguage. Individual differences like age, aptitude, motivation, and cognitive style affect second language acquisition rates and levels. Learner strategies and a natural order of strategy development also influence the process. Factors like motivation, first language, language distance, access, age, personality, peers, and instruction quality further impact second language acquisition.
Activity 1.2
The document discusses several topics related to second language acquisition, including:
- Biological factors like hemisphere lateralization and critical periods that may influence one's ability to acquire a new language.
- Evidence that both children and adults can learn a second language, though adults may have an advantage in certain areas like deductive reasoning.
- The affective factors like identity, attitudes, anxiety, and motivation that can impact second language learning.
- Differences in how children and adults acquire a new language in terms of awareness and lateralization of the brain.
Language acquisition act 2.1
The document summarizes key concepts in language learning and teaching from H. Douglas Brown's book "Principles of Language Learning and Teaching". It discusses theories of first and second language acquisition including stimulus-response-reinforcement theory, critical period hypothesis, affective factors, and stages of learner language development. It also covers aspects of communicative competence, cognitive models of language learning including McLaughlin's attention-processing model, and the social-constructivist view that language acquisition is a dynamic social process.
Activity 1.2 e.t.practicum jeanneth calvache
The document discusses several key topics related to language acquisition and cognitive development:
1. It describes hemispheric lateralization in the brain and the roles of the left and right hemispheres in logical/analytic functions and emotional/social functions respectively.
2. It discusses evidence that both children and adults can acquire second languages, though children have advantages from factors like motivation and quality of input.
3. The right hemisphere plays a significant role in early second language learning through strategies like using formulaic utterances and semantic relations.
4. Lower-level language functions like pronunciation depend more on early brain development while higher-level functions depend more on later development.
The influence of age on sla in terms of route
The document discusses the effects of age on second language acquisition in terms of route, rate, and success. It reviews literature showing both younger and older learners can achieve success but in different ways. Younger learners progress more slowly at first but may achieve higher proficiency in the long run, while older learners progress faster initially but rarely reach native-like levels. The critical period hypothesis suggests language acquisition is easier for children, though older learners have cognitive advantages. Teachers should consider learners' ages and provide appropriate instruction and support.
Language acquisition l2
Children can learn a second language simultaneously or sequentially. Simultaneous learners are exposed to two languages from a young age, such as from parents speaking different languages at home. Sequential learners learn a second language after establishing proficiency in their first language, such as learning English after already knowing Spanish. Overall, learning a second language at a young age can benefit areas of the brain related to language, memory, and attention.
5 factors that affect language learning strategies
The document discusses several factors that influence language learning: motivation, gender, experience studying a language, proficiency level, and learning style. It summarizes several studies that found motivation is a major factor in language learning. Gender may also influence strategy use, though results are conflicting. Learners with more experience studying a language tend to use cognitive and memory strategies more. Lower proficiency learners employ communication strategies more than higher proficiency learners. Learners with global or intuitive learning styles tend to use compensation and affective strategies more frequently than sequential learners.
Psychological Approaches to Language and Learning Stern 1983
Psychological approaches to language learning have developed over time. Before World War I, language was studied as one aspect of psychology, exploring nature vs nurture. Between the wars, fields like linguistics were established. After World War II, theorists like Skinner and Chomsky influenced the study of language comprehension and production. Research also examined language acquisition in childhood. Psychology seeks to understand learning through experimental studies of concepts like conditioning, as well as observing educational settings. Psychological insights can help language teaching by informing objectives, procedures, and curriculum development.
The age factor in second language acquisition
Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
áLbum de evidencias urbantic 2014
Este documento presenta el álbum de evidencias del proyecto Urbantic de 2014 realizado por estudiantes de séptimo grado de la Institución Educativa Maltería en Manizales, Colombia. Los estudiantes de séptimo grado lideraron el proyecto con la participación adicional de estudiantes de décimo y undécimo grado. El proyecto se desarrolló en dos fases, una fase de investigación de problemas y otra fase de generación de soluciones. El documento incluye la información de contacto de los docentes a cargo.
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Age
The document discusses research on the effects of age on second language acquisition. Studies have found that learners who begin acquiring a second language at a younger age tend to achieve higher levels of proficiency, especially in terms of pronunciation and grammar. Younger learners in naturalistic learning environments often reach near-native levels of ability, whereas older learners show less overall control of the target language. While the process of acquisition appears similar for children and adults, age may have a more significant effect on pronunciation development than grammar.
Age Differences in Second Language Acquisition
1. The document discusses age differences in second language acquisition, comparing the Critical Period Hypothesis and Sensitive Period Hypothesis.
2. An article on the age effect on acquiring second language prosody is reviewed, finding adults had weaker performance in speech rate, filtered speech rating, and prosodic groupings compared to children and native speakers.
3. Applications for teaching children focus on using pronunciation, vocabulary, stories, songs and games, while applications for teaching adults emphasize generating interest, giving sensible tasks, assisting short-term goals, and providing a supportive language environment.
Factor effecting language learning stratergy usage,(GGGE6533)
This document summarizes research on factors that influence language learning strategies. It finds that students prefer reading in their native language and understandable materials. Learning style, gender, language proficiency level, and motivation all impact the types of strategies used. Higher proficiency is linked to more cognitive and metacognitive strategies. Females generally use strategies more than males. Extroverts prefer social strategies while introverts use metacognitive strategies more. Higher motivation is associated with adopting strategies more frequently.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
Factors affecting language learner strategies 2013
This document discusses several factors that can influence how students learn a foreign language: age, gender, social background, family background, and motivation. Younger students tend to use metacognitive and memory strategies more, while females may use social interaction strategies more than males. Students from highly educated families use more language learning strategies than those from less educated families. Motivation, whether internal or external, also influences success, with more motivated students tending to do better.
Factors affecting lls used by l2 learners
There are many factors that can affect the strategies used by second language learners, including motivation, gender, socioeconomic status, age, and career choices. Motivation can be intrinsic or extrinsic, and gender studies show females tend to use language learning strategies more than males. Socioeconomic status is influenced by parents' education and family income, which impacts strategy use. Younger learners have an advantage in pronunciation while adults' learning is stronger in syntax and morphology. Career choices also influence the strategies employed as different professions require varying language skills.
Age and language acquisition
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
How children learn a second language
There are two main ways children learn a second language: simultaneously or sequentially. Simultaneous learners are exposed to two languages from an early age, typically before age 3. They build separate but equally strong language systems and do not show a preference for one language over the other until around 6 months. Sequential learners learn one language first before being introduced to a second language at a later age. The process of sequential language learning involves four stages: using the home language only at first, a silent period, telegraphic/formulaic speech, and finally productive language use. Research shows children under age 6 or 7 who learn a second language can achieve native-like fluency.
Aquision
The document discusses key differences between acquiring a first language (L1) and acquiring a second language (L2). It notes that L1 acquisition is a natural and unconscious process that occurs as children learn to communicate, while L2 learning involves more conscious learning through formal instruction. Age is also a major factor, as children's brains are most plastic and able to acquire language naturally before puberty, whereas adults associate the L2 with their L1. Motivation and anxiety can also influence L2 acquisition.
5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: gender, motivation, age, personality, and learning style. It provides details on each factor: gender differences in strategy use between males and females; the relationship between motivation level and strategy use; age differences in learning rates and proficiency levels; the influence of personality traits like extroversion; and how visual, auditory, and kinesthetic learning styles impact strategy preferences. Studies are cited showing the effect of each factor on language learners and their use of various strategies.
The role of age in sla studies
There are three key points regarding the role of age in second language acquisition from the document:
1. While all agree age is crucial, children can acquire a first language within 4-6 years due to a biological window, but second language acquisition ages vary widely.
2. The critical period hypothesis proposes there is an optimal period for language acquisition before brain plasticity declines around age 9, making language more difficult to acquire. However, evidence for this is mixed.
3. Younger learners eventually surpass older ones in attainment, but adults and older children learn faster initially. The existence of a ceiling on second language competence is debated.
Week 8 L2 acquisition copy
This document discusses second language acquisition. It defines language learning vs acquisition, and what second language acquisition is. Second language acquisition is the study of how people learn a second language with limited exposure, why most don't achieve native-like proficiency, and why some do. Learners acquire a second language through their first language knowledge, learning strategies, and language universals to develop an interlanguage. Individual differences like age, aptitude, motivation, and cognitive style affect second language acquisition rates and levels. Learner strategies and a natural order of strategy development also influence the process. Factors like motivation, first language, language distance, access, age, personality, peers, and instruction quality further impact second language acquisition.
Activity 1.2
The document discusses several topics related to second language acquisition, including:
- Biological factors like hemisphere lateralization and critical periods that may influence one's ability to acquire a new language.
- Evidence that both children and adults can learn a second language, though adults may have an advantage in certain areas like deductive reasoning.
- The affective factors like identity, attitudes, anxiety, and motivation that can impact second language learning.
- Differences in how children and adults acquire a new language in terms of awareness and lateralization of the brain.
Language acquisition act 2.1
The document summarizes key concepts in language learning and teaching from H. Douglas Brown's book "Principles of Language Learning and Teaching". It discusses theories of first and second language acquisition including stimulus-response-reinforcement theory, critical period hypothesis, affective factors, and stages of learner language development. It also covers aspects of communicative competence, cognitive models of language learning including McLaughlin's attention-processing model, and the social-constructivist view that language acquisition is a dynamic social process.
Activity 1.2 e.t.practicum jeanneth calvache
The document discusses several key topics related to language acquisition and cognitive development:
1. It describes hemispheric lateralization in the brain and the roles of the left and right hemispheres in logical/analytic functions and emotional/social functions respectively.
2. It discusses evidence that both children and adults can acquire second languages, though children have advantages from factors like motivation and quality of input.
3. The right hemisphere plays a significant role in early second language learning through strategies like using formulaic utterances and semantic relations.
4. Lower-level language functions like pronunciation depend more on early brain development while higher-level functions depend more on later development.
The influence of age on sla in terms of route
The document discusses the effects of age on second language acquisition in terms of route, rate, and success. It reviews literature showing both younger and older learners can achieve success but in different ways. Younger learners progress more slowly at first but may achieve higher proficiency in the long run, while older learners progress faster initially but rarely reach native-like levels. The critical period hypothesis suggests language acquisition is easier for children, though older learners have cognitive advantages. Teachers should consider learners' ages and provide appropriate instruction and support.
Language acquisition l2
Children can learn a second language simultaneously or sequentially. Simultaneous learners are exposed to two languages from a young age, such as from parents speaking different languages at home. Sequential learners learn a second language after establishing proficiency in their first language, such as learning English after already knowing Spanish. Overall, learning a second language at a young age can benefit areas of the brain related to language, memory, and attention.
5 factors that affect language learning strategies
The document discusses several factors that influence language learning: motivation, gender, experience studying a language, proficiency level, and learning style. It summarizes several studies that found motivation is a major factor in language learning. Gender may also influence strategy use, though results are conflicting. Learners with more experience studying a language tend to use cognitive and memory strategies more. Lower proficiency learners employ communication strategies more than higher proficiency learners. Learners with global or intuitive learning styles tend to use compensation and affective strategies more frequently than sequential learners.
Psychological Approaches to Language and Learning Stern 1983
Psychological approaches to language learning have developed over time. Before World War I, language was studied as one aspect of psychology, exploring nature vs nurture. Between the wars, fields like linguistics were established. After World War II, theorists like Skinner and Chomsky influenced the study of language comprehension and production. Research also examined language acquisition in childhood. Psychology seeks to understand learning through experimental studies of concepts like conditioning, as well as observing educational settings. Psychological insights can help language teaching by informing objectives, procedures, and curriculum development.
The age factor in second language acquisition
Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
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5 factors that affect language learning strategies
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Factors affecting language learning strategies usage
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males.
3) Cultural background - Learners from different cultures prefer certain types of strategies, such as Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of language learning strategies.
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Байгууллага дахь төлөвлөлт, төлөвлөлтийн түвшин, төлөвлөгөөний ангилал, төлөл...
Байгууллага дахь төлөвлөлт, төлөвлөлтийн түвшин, төлөвлөгөөний ангилал, төлөл...Adilbishiin Gelegjamts
Байгууллага дахь төлөвлөлт, төлөвлөлтийн түвшин, төлөвлөгөөний ангилал, төлөлвлөлтийн үе шат ...徹底サーベイ : デジタル通貨の15年
2014年10月31日、ギークオフィス恵比寿にて開催した斉藤賢爾研究会 2014.10「徹底サーベイ : デジタル通貨の15年」(2回目) で使用したスライドです。
Factors affecting language
This document discusses several factors that affect language learning strategies: motivation, gender, age, personality, and level of proficiency. Motivation has been shown to account for differences in second language success. Males and females tend to use different types of learning strategies, as do primary, secondary, and advanced learners. Personality traits like introversion and extraversion also impact language learning. Higher proficiency learners employ a greater variety of learning strategies than beginners.
15 Ways to Become a LinkedIn Power User
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Factors affecting language learning strategies usage
Factors affecting language learning strategies usage
Creative ways of using Google Presentations (2014 Edition)
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Байгууллага дахь төлөвлөлт, төлөвлөлтийн түвшин, төлөвлөгөөний ангилал, төлөл...
Байгууллага дахь төлөвлөлт, төлөвлөлтийн түвшин, төлөвлөгөөний ангилал, төлөл...
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Factors affecting LLS usage
This is part of my assignments for Language Learning Strategies Instruction with Prof. Dr. Mohamed Amin Embi
5 factors affecting LLS usage
This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
5 factors affecting language learning strategies
This document discusses factors that influence language learning strategies. It analyzes motivation, gender, experiences studying abroad, aptitude, and psychological/personality traits. The document reviews several studies that found females tend to use more memory and metacognitive strategies than males. Studying abroad was found to influence students' thinking and learning. Aptitude and personality were also deemed important factors as successful language learners have different strengths. The document concludes that determination, stable emotion, and strong mind control are needed to learn a new language.
5 Factors Affecting LLS Usage
Age, gender, motivation, learning style, and length of language learning can impact the usage of language learning strategies. Younger learners tend to use metacognitive strategies more, while older adults use metacognitive self-management strategies more. Females generally use more strategies than males, though some studies found males used more strategies in certain contexts. Motivation is positively correlated with increased strategy usage. Learning style also influences strategy selection - social learners prefer social and interactive strategies. Longer language learning experience correlates with using a wider variety of cognitive and memory strategies.
Factors affecting second language strategy use
The document summarizes research on factors that influence language learning strategies. It discusses gender differences in strategy use, with some studies finding that females tend to use more strategies overall and prefer social and metacognitive strategies while males favor metacognitive and compensation strategies. Motivation is also addressed, including the concepts of instrumental and integrative motivation. Experience studying a language may impact strategy use, as demonstrated in a study showing more experienced students used cognitive and memory strategies more. Proficiency level relates to strategy use, with some research indicating higher proficiency learners use a greater variety of strategies. Cultural background can also influence preferences, such as Asian students tending to favor memorization and rule-based strategies in some studies.
Lls cambodian
This study investigated the language learning strategies used by Cambodian EFL students. It surveyed 159 students using a questionnaire based on Oxford's Strategy Inventory for Language Learning. The findings were:
1) Students reported a high overall use of language learning strategies, with the most frequently used being metacognitive strategies.
2) While males reported a slightly higher use of strategies overall, there was no statistically significant difference found between males and females in their overall strategy use or in most individual strategy categories.
3) Indirect strategies like metacognitive, affective and social strategies tended to be used more than direct strategies like memory, cognitive and compensation strategies.
Lls cambodian
This study investigated the language learning strategies used by Cambodian EFL students. It surveyed 159 students using a questionnaire based on Oxford's Strategy Inventory for Language Learning. The findings were:
1) Students reported a high overall use of language learning strategies, with the most frequently used being metacognitive strategies.
2) There was no significant difference between male and female students in their overall use of language learning strategies. Some individual strategies showed differences but not the overall use.
3) Indirect strategies like metacognitive, affective and social strategies were used more frequently than direct strategies like memory, cognitive and compensation strategies.
5 Factors Affecting LLS Usage
This document summarizes research on five factors that affect language learning strategies: motivation, gender, experiences in studying a language, family background, and age. Several studies found that motivation, both instrumental and integrative, positively impacts language learning. Gender differences were also found to influence strategy use, with females using certain strategies more frequently than males. Experience studying a language, such as time spent abroad or in an English-speaking country, was shown to affect strategy choices. Family background factors like socioeconomic status and parental education also impact language learning. Finally, age and level of experience impacted strategy use, with older and more experienced language learners employing certain strategies more than younger learners.
Five factors affecting language learning strategies
Five factors that affect language learning strategies are discussed: motivation, gender, language proficiency level, learning style, and family background. Motivation is identified as the most important factor by several sources, with more motivated learners using strategies more frequently. Gender differences are also discussed, with females generally using strategies more than males. Language proficiency level influences strategy use, with more advanced learners employing cognitive and metacognitive strategies. Learning style preferences determine what strategies learners adopt, such as social strategies for group-oriented learners. Family background characteristics like socioeconomic status and parental education levels can impact students' language achievement.
Factors affecting usage of language learning strategies
This is a slidehare I prepared on Factors affecting usage of LLS to complete GGGV1244 Learners Strategies' task.
Age and SLA - Wissam Ali Askar
This document discusses factors that affect second language acquisition, including age. It presents several theories of second language learning and discusses how age relates to motivation, attitude, aptitude, and language skills. Specifically, it suggests that adult learners tend to be the most motivated but all ages can be successful, and while young learners excel in pronunciation, there is no evidence that any single age is universally better than others at acquiring a second language.
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Social influences play an important role in language learning. The document discusses several social factors that can influence language acquisition, including gender, age, social class, ethnicity, and circumstances of learning. Gender differences in particular can impact language proficiency, as women may be more open to new linguistic forms while men tend to rely more on translation strategies. Younger learners are also generally more successful than older learners at acquiring a new language. The social context and relationships within a learning environment shape the input and output learners are exposed to. Together, social factors help determine an individual's developing interlanguage system as they learn between their first and second languages.
5 factors affecting language learning strategies
This document discusses 5 factors that affect language learning strategies: gender, background of parents, motivation, experiences studying English, and learning style. Several studies are cited that found gender differences in strategy use, with females using some strategies more than males. Students with highly educated parents used more strategies than those with less educated parents. Motivation directly impacts strategy use, input, achievement, and maintaining skills. Experience studying English, such as time abroad or at a language center, was found to increase use of cognitive and metacognitive strategies. An individual's background and learning style also influence their choice of language learning strategies.
An exploration of undergraduate students’ motivation and
The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had favorable attitudes toward English and rated their reading skills higher than listening, and writing higher than speaking. Most students agreed that knowing English would help with career opportunities and understanding English speakers. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. 38% of variance in integrative orientation was explained by instrumental orientation. Overall, the results suggest that Iranian students are mainly instrumentally motivated to learn English for its practical benefits rather than integrative motivation.
An exploration of undergraduate students’ motivation and
The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had favorable attitudes toward English and rated their reading skills higher than listening, and writing higher than speaking. Most students agreed that knowing English would help them get a good job, and understood English speaking people better. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. While students were mainly instrumentally motivated to learn English for its utilitarian benefits, integrative orientation was also a significant factor and correlated with better performance on English exams.
An exploration of undergraduate students’ motivation and
The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had generally favorable attitudes toward English. Their reading skills were rated higher than listening skills, and writing skills higher than speaking skills. Most students agreed that knowing English would help them get a good job and understand English speakers. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. Instrumental orientation, focusing on practical benefits of English, appeared to be the main motivation for most students rather than integrative orientation of engaging with English cultures.
GENDER AND IDENTITY ISSUES IN SECOND LANGUAGE ACQUISITION.docx
Extensive language acquisition is determined by a level of dexterity in the four language skills namely speaking, listening, reading and writing. Listening and speaking, in this order, have been described as the most important two as language transcends the semiotic, that is the language for communication, and role. Language is both a sociological and political tool that influences man more than man does it; in it, a person’s worldview is determined to the extent that language is consciousness so that such things as art especially the literary kind become a production of this consciousness at the same time a product of it. Disciplines like anthropology, sociology, psychology, economics, history, etc., invest much time in the study of language as the latter bear upon any deep human-related study. As a result, bridge disciplines have sprung up over the last few decades such as sociolinguistics and so on.
However, it is the application of language studies in things like marketing, advertisement, social media strategies, programming, etc., that inform the surging call for more diverse language-related studies. One of such is on the issues of gender and identity in second language acquisition.
5 factors affecting LLS
The document discusses 5 key factors that affect second language acquisition: gender, motivation, personality, aptitude, and learning difficulties. It provides details on how each factor can influence language learning outcomes and strategies. For example, it notes that gender differences exist in strategy use, motivation depends on attitudes and goal-setting, and personality traits like introversion/extroversion each impact learning in unique ways. Aptitude incorporates memory, grammar skills, and vocabulary abilities. Finally, learning difficulties do not preclude success when modifications are made to incorporate multi-sensory activities.
Factors affecting language learning strategies
The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
Factors Affecting Language Learning Strategy Use
This document discusses 5 factors that affect language learning strategy usage: gender, motivation, experiences studying the language, field of study, and language proficiency. Gender differences lead to varied strategy preferences between males and females. Motivation prompts more strategy use, and is divided into instrumental and integrative orientations. Experience studying the target language abroad leads to greater proficiency and strategy variety. Field of study relates slightly to strategy choice. Higher language proficiency levels correlate with increased strategy usage frequency.
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5 FACTORS AFFECTING LLS
- 1. BY : NAZEERAH BINTI ZUBAIR A151346
- 2. An important factor influencing strategy use (Oxford & Nyikos 1989) The social psychological factor of motivation has been proven to account for differential success in second language learning. Individuals who are motivated tend to learn the second language faster than those who are not.
- 3. Female learners showed significantly greater use of language learning strategies than did male learners in three of six categories on the SILL : cognitive strategies, metacognitive strategies, social strategies.
- 4. (Wong-Fillmore, 1979) A study of young children showed that cognitive and social strategies were very important. Purdie and Oliver (1999) Most primary school children learn English by using metacognitive strategies and social strategies ranked next in importance.
- 5. Rossi-Le (1989) The study demonstrated that an individuals background and learning style preference influence the types of learning strategies that he/she will employ in acquiring a second language.
- 6. Learners emotional states have a powerful influence on their behaviour and performance in the classroom. We all have different and unique personalities and each personality trait can affect our second language learning in different ways.